a cademy of e ngineering s ession principles of engineering integrated curriculum pier sun ho...

ACADEMY OF ENGINEERING SESSION

Principles of Engineering Integrated Curriculum

Pier Sun HoKathleen Harris

2

Workshop Objectives and Expectations

This workshop is intended to:

• Familiarize teacher teams with the integrated curriculum model

• Introduce POE and its associated integrated curriculum

• Prepare participants for implementing the curriculum

• Introduce the participants to a sample culminating engineering project

Continuum of Curriculum Integration

BASIC INTERMEDIATE ADVANCED

CTE

ELA

MATH

ARTS

FORLANG

SOC

SCI

Single Subject Parallel (Paired) Interrelated Conceptual

Aug Sep Oct Nov Dec

EnglishBiographiesCharacter traits and motivation

Short storiesTime and sequenceForeshadowingFlashback

Universal themesLiterary devices Imagery, allegory, symbolism

Creative writingInterviews

Evaluating credibilityWriting persuasive compositions

Algebra IINumbers and functions

Solving systems of linear equations

Solving and graphing quadratics

Exponential equationsLogarithms

Polynomial functions

Biology Scientific method

Cell biologyPhotosynthesisCellular respiration

Central dogmaDNA structure and technologyProtein synthesis

MeiosisInheritance

CloningStem cell research

GeometryDefinitionsGeometric reasoning

Induction vs. deductionConstruction of lines, angles, shapes

CirclesProperties of trianglesCongruence

QuadrilateralsPolygons

Area, and surface areaSectors and segments

Law and Justice

Ancient legal systemsEarly laws

Sources of lawBill of RightsAmendments

CodesCriminal investigation

CourtsCourtroom testimony

MediationArbitrationConflict resolution

Integrated Curriculum Overview

EnginProject

PLTW

Science

English Language

ArtsMath

Social Studies

• Tier I– Introduction to Engineering Design– Principles of Engineering– Digital Electronics

• Tier II– Aerospace Engineering– Biotechnical Engineering– Civil Engineering and Architecture– Computer Integrated Manufacturing

• Tier III– Engineering Design and Development 6

Principles Of Engineering

Key Concepts:• Mechanisms• Energy Sources• Energy Applications• Design Problem

Unit 1: Energy and Power

Unit 2: Control Systems


Key Concepts:• Machine Control• Fluid Power• Design Problem

Unit 3: Materials and Structures

Strain () in./in. S

tres

s (S

) ps

i Rupture Point

Necking Region


Key Concepts:• Statics• Materials Properties• Material Testing• Design Problem

http://www.sme.org/index.html

http://www.sme.org/index.html

Unit 4: Statistics and Kinematics


Key Concepts:• Statistics• Kinematics• Design Problem

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Integrated Curriculum Overview

There are 2 curriculum units for Principles of Engineering

• Semester 1: Bridge Builder

• Semester 2: Bombs Away

Each unit includes:• Lesson plans for the four academic subject areas and POE

• Relevant national standards alignment

• Teacher resources (background info, answer keys, rubrics)

• Student resources (handouts, worksheets, labs)

Unit 2

Bombs Away

Unit Overview

• Subunit 1 introduces students to the study of external ballistics and the science and math that governs objects in ballistic trajectories

• Subunit 2 lessons examine the history of atmospheric ballistic weapons use in conflicts in the 20th century, including evaluation of the rationale and the ethical issues surrounding the aftermath.

• Subunit 3 lessons explore issues associated with ballistic missiles and provide student the opportunity to apply their knowledge in a design challenge

Major Academic Subject Topics and Content

• English Language Arts• Biographies• Argumentation and debate

• Social Studies• World War II—Battle of Britain, Dresden bombing• Cold War—Cuban Missile Crisis

• Science• Physical Science/Physics—Trajectory motion

• Mathematics• Quadratic equations• Arcs and chords, basic trigonometry

Subunit 1: Ready, Aim, Fire

Lesson and Subject Description

Lesson 1.1Principles of Engineering

Ballistic Bullseye

Lesson 1.2Physical SciencePrinciples of Engineering

Trajectory Motion

Lesson 1.3Algebra IGeometry

“Quannon” Quadratics

Lesson 1.4English Language Arts

Rocket Boys

15

Ballistic Motion

• Ballistics: Study of projectiles, objects propelled by an

initial launch force

Examples

• Sports (football, basketball, baseball, soccer, golf, etc.)

• Missiles/Bombs/Bullets

• Bullets

• Fountains

• Fireworks




Ballistic Bullseye


Trajectory Motion




Rocket Boys

17

Approaching a Drop Target

Do You….?

A. Drop payload when you are directly above the target

B. Drop payload before you get to the target?

C. Drop payload after you’ve passed the target?

But, but…!

What’s Happening?

Courtesy of NOAA

Kinematics and Projectile Motion (page 1-11)

• Kinematics is the study of the geometry of motion and is used to relate displacement, velocity, acceleration and time without reference to the cause of motion.

• Projectile Motion is in two directions – horizontal and vertical

• Horizontal motion is independent of vertical motion

Basic typical assumptions

• Air resistance is negligible

• Curvature of the Earth is negligible

• Force of gravity is constant at -9.8 m/s2 or -32 ft/s2

Analysis of Projectile Motion: Distance

• Horizontal Direction (x) represents the range, or distance the projectile travels

• Vertical direction (y) represents the altitude, or height, the projectile reaches

Calculating Displacement

• S = vi t + ½ at2

• Sx = r = vix t + ½ axt2 = vix t

• Sy = h = viy t + ½ ayt2 = viy t + ½ gt2

h

r

Analysis of Projectile Motion: Velocity

• Horizontal velocity (Vx) is constant since there is no acceleration in the horizontal direction

• Vertical velocity (Vy) is affected by the gravity; the vertical velocity of a projectile is zero at the height of its trajectory

Analysis of Projectile Motion: Velocity

SOH – CAH - TOA


Lesson and Subject Description Page


Ballistic Bullseye 1-1


Trajectory Motion 1-9


“Qannon” Quadratics 1-23

Lesson 1.4Chemistry

Fireworks Fun


Rocket Boys

26

Mountain Matchup

It’s time for a fight in the heights. Unfortunately, you don’t have the high ground, but that doesn’t mean you don’t know what you’re doing. The artillery chief has set the cannons at a 76° angle and tells you to fire with an initial velocity of 56 m/s. How long will it take your cannonball to reach the castle?

27

Castle CAltitude 50 m

Castle DAltitude 150 m

Castle D Knights

Altitude 0 m

Sy = vy t + ½ a t2

V0= 56 m/sVy= ?

50 m = vy t + ½ (-9.8) t2

SOH – CAH – TOA!

Θ= 76°

sin 76° = Opp / Hyp

0.97 = Vy / 56

Vy = 0.97 x 56

Vy = 54.3 m/s

50 m = (54.3) t + (-4.9)t2

Mountain Matchup

It’s time for a fight in the heights. Unfortunately, you don’t have the high ground, but that doesn’t mean you don’t know what you’re doing. The artillery chief has set the cannons at a 76° angle and tells you to fire with an initial velocity of 56 m/s. How long will it take your cannonball to reach the castle?

28

Castle CAltitude 50 m

Castle DAltitude 150 m

Castle D Knights

Altitude 0 m

50 m = (54.3) t + (-4.9)t2

4.9 t2 - 54.3 t + 50 m = 0t = 1 s or 10.1 s




Ballistic Bullseye


Trajectory Motion




Rocket Boys

29

Subunit 2: The Price of War


Lesson 2.1World History

The Battle of Britain 2-1


Right or Might 2-27


Making a Case 2-57

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Bombing Strategies

• Tactical Bombing• Targets: Enemy military forces and other military targets and

enemy strongholds• Goal: Direct and immediate negative influence on the battlefront• Effect: Direct

• Strategic Bombing: • Targets: Infrastructure such as industrial plants, port facilities,

and railway bridges, as well as more widespread bombing of an enemy's cities and other civilian-populated areas

• Goal: Eliminate the enemy's capability and will to sustain a war effort

• Effect: Delayed

Right or Might?

• Spanish Civil War• Guernica, 1937

• World War II• London Blitz, 1940-1941• Pearl Harbor, 1941• Allied bombing at Dresden,

1945• Hiroshima and Nagasaki, 1945

• Vietnam• Operation Rolling Thunder,

1965-1968

• Post-Cold War• Kosovo, 1999• Iraq, 2003

Subunit 2: The Price of War



The Battle of Britain 2-1


Right or Might 2-27


Making a Case 2-57

33

ARE You Convincing?

• Assertion: Begin with a statement that describes your main point• The voting age should be lowered to 16

• Reasoning: Follow with the “because” part of an argument where you support the assertion you’ve just made. • Because allowing younger people to vote would increase their

involvement in politics and society

• Evidence: Support your reasoning with multiple pieces of evidence from multiple unbiased sources • For example, politicians are more likely to listen to what kids

have to say if they have a vote

Debate Ethical Issues

• Select one of the conflicts listed to the right (or another conflict your table is familiar with) and debate the following:

Was the strategic bombing during this conflict justified?

• Spanish Civil War• Guernica, 1937

• World War II• London Blitz, 1940-1941• Pearl Harbor, 1941• Allied bombing at Dresden, 1945• Hiroshima and Nagasaki, 1945

• Vietnam• Operation Rolling Thunder, 1965-1968

• Post-Cold War• Kosovo, 1999• Iraq, 2003

Subunit 3: Too Close for Comfort


Lesson 3.1Geometry

Ballistic Missile Range 3-1

Lesson 3.2U.S. History

Cuban Missile Crisis 3-23


You Sunk My Battleship 3-51

36

37

Arcs and Chords



Lesson 3.1Geometry






38

Cuban Missile Crisis Roleplay

39



Lesson 3.1Geometry






40

Build an Adjustable Ballistic Device

• Notched Craft Sticks (15)• Glue• Binder Clips (2)• Rubber Bands (4)• Masking Tape• Protractor

Catapult should be capable of firing at multiple angles and be mounted on a cardboard base

Test your Trajectories

• Set up your catapult

• Test your catapult for at least three angles

• Do at least 5 trials and average the range for each angle

• Using the average data, create a graph illustrating the range of your

catapult

0

2

4

6

8

10

0 deg 30 deg 45 deg 60 deg

Battleship!

• Mount your catapult on a “battleship”

• Place your battleship on the grid

• Each square is 1’ x 1’

• On your turn, you can do any combination of the following: move up to three space, rotate 90 and/or fire

• A hit can be on any part of the battleship (no bounces!), 2 hits required to sink

• Goal: Sink the enemy battleships before they sink you

Implementing Integrated Curriculum

• Common Planning Time

• Curriculum Mapping and Lesson Discussion

45

SEPTEMBER OCTOBER NOVEMBER DECEMBER JANUARY FEBRUARY MARCH APRIL

IED

BIO

PHYS

SCI

ALG I

ELA

HIST

GEOM

IEDDESIGN

PROCESS

SKETCHING DRAWING MEASURE

MENT

BASIC MODELS PUZZLE CUBE

GEOMETRIC CONSTRAINTS

ADV MODELING

ASSEMBLY MODELING

FUNCTIONAL ANALYSIS

REVERSE ENGIN

BIOCELL BIOLOGY

MEIOSIS FERTILIZATION

MENDEL’S LAWS

MOLECULAR BIOLOGY

BIOTECH ECOLOGY POPULAT’N GENETICS

ADAPTATION SPECIATION

PHYSIOLOGY HOMEO STASIS

INFECTION IMMUNITY

PHYS

SCI

MEASURING

THE UNIVERSESOLAR

SYSTEM

HISTORICAL FIGURES

FORCES

SPECTRO SCOPY

PROPERTIES OF MATTER

WEATHER

PLATE TECTONICS

ELECTICITY MAGNETISM ENERGY &

WAVES

SIMPLE MACHINES CHEMISTRY

ALG IREVIEW

REAL NUMBERS

SOLVE LINEAR EQUATIONS

AND INEQUALITIES

GRAPH AND INTERPRET

LINEAR EQUATIONS

SYSTEMS OF EQUATIONS

AND INEQUALITIES

EXPONENTS AND POLY NOMIALS

SOLVING SYSTEMS OF EQUATIONS

QUADRATIC FUNCTIONS

AND EQUATIONS

RATIONAL FUNCTIONS

AND EQUATIONS

ELA

AUTO/ BIOGRAPHIES

EXPOSITORY WRITING

SHORT STORIES

LITERARY RESPONSES

THE ODYSSEY

NARRATIVE WRITING

RESEARCH PAPER

ROMEO AND JULIET

LITERARY RESPONSES

PERSUSIVE WRITING

TO KILL A MOCKINGBIRD

TIMED ESSAYS

HISTWESTERN POLITICAL THOUGH

RISE OF DEMOCRATIC

IDEALS

INDUSTRIAL REVOLUTION

IMPERIALISM AND

COLONIALISMWW I TOTALI

TARIANISM WW II POST WW II

GEOM

LINES, ANGLES,

CONSTRUC TIONS

INDUCTION DEDUCTION

PROOFSTRIANGLES QUAD

RILATERALS AREA SIMILARITYRIGHT

TRIANGLE TRIG

CIRCLES

46


IEDDESIGN

PROCESS


MENT



ADV MODELING

ASSEMBLY MODELING

FUNCTIONAL ANALYSIS

REVERSE ENGIN

BIOCELL BIOLOGY


MENDEL’S LAWS

MOLECULAR BIOLOGY

BIOTECH ECOLOGY POPULAT’N GENETICS

ADAPTATION SPECIATION


INFECTION IMMUNITY

PHYS

SCI

MEASURING

THE UNIVERSESOLAR

SYSTEM

HISTORICAL FIGURES

FORCES

SPECTRO SCOPY


WEATHER

PLATE TECTONICS


WAVES


ALG IREVIEW

REAL NUMBERS


AND INEQUALITIES

GRAPH AND INTERPRET

LINEAR EQUATIONS


AND INEQUALITIES


SOLVING SYSTEMS OF EQUATIONS

QUADRATIC FUNCTIONS

AND EQUATIONS

RATIONAL FUNCTIONS

AND EQUATIONS

ELA

AUTO/ BIOGRAPHIES

EXPOSITORY WRITING

SHORT STORIES

LITERARY RESPONSES

THE ODYSSEY

NARRATIVE WRITING

RESEARCH PAPER

ROMEO AND JULIET

LITERARY RESPONSES

PERSUSIVE WRITING


TIMED ESSAYS


RISE OF DEMOCRATIC

IDEALS


IMPERIALISM AND



GEOM

LINES, ANGLES,

CONSTRUC TIONS

INDUCTION DEDUCTION



TRIANGLE TRIG

CIRCLES

47


IEDDESIGN

PROCESS


MENT



ADV MODELING

ASSEMBLY MODELING

FUNCTIONAL ANALYSIS

REVERSE ENGIN

BIOCELL BIOLOGY


MENDEL’S LAWS

MOLECULAR BIOLOGY

BIOTECH POPULAT’N GENETICS

ADAPTATION SPECIATION ECOLOGY


INFECTION IMMUNITY

PHYS

SCI

MEASURING

THE UNIVERSESOLAR

SYSTEM

HISTORICAL FIGURES

FORCES

SPECTRO SCOPY


WEATHER

PLATE TECTONICS


WAVES


ALG IREVIEW

REAL NUMBERS


AND INEQUALITIES

GRAPH AND INTERPRET

LINEAR EQUATIONS


AND INEQUALITIES


SOLVING SYSTEMS

OF EQUATIONS

QUADRATIC FUNCTIONS

AND EQUATIONS

RATIONAL FUNCTIONS

AND EQUATIONS

ELA

AUTO/ BIOGRAPHIES

EXPOSITORY WRITING

RESEARCH PAPER

SHORT STORIES

LITERARY RESPONSES

THE ODYSSEY

NARRATIVE WRITING

ROMEO AND JULIET

LITERARY RESPONSES

PERSUSIVE WRITING


TIMED ESSAYS


RISE OF DEMOCRATIC

IDEALS


IMPERIALISM AND



GEOM

LINES, ANGLES,

CONSTRUC TIONS

INDUCTION DEDUCTION



TRIANGLE TRIG

CIRCLES

48


IEDDESIGN

PROCESS


MENT



ADV MODELING

ASSEMBLY MODELING

FUNCTIONAL ANALYSIS

REVERSE ENGIN

BIOCELL BIOLOGY


MENDEL’S LAWS

MOLECULAR BIOLOGY

BIOTECH POPULAT’N GENETICS

ADAPTATION SPECIATION ECOLOGY


INFECTION IMMUNITY

PHYS

SCI

MEASURING

THE UNIVERSESOLAR

SYSTEM

HISTORICAL FIGURES

FORCES

SPECTRO SCOPY


WEATHER

PLATE TECTONICS


WAVES


ALG IREVIEW

REAL NUMBERS


AND INEQUALITIES

GRAPH AND INTERPRET

LINEAR EQUATIONS


AND INEQUALITIES


SOLVING SYSTEMS

OF EQUATIONS

QUADRATIC FUNCTIONS

AND EQUATIONS

RATIONAL FUNCTIONS

AND EQUATIONS

ELA

AUTO/ BIOGRAPHIES

EXPOSITORY WRITING

RESEARCH PAPER

SHORT STORIES

LITERARY RESPONSES

THE ODYSSEY

NARRATIVE WRITING

ROMEO AND JULIET

LITERARY RESPONSES

PERSUSIVE WRITING


TIMED ESSAYS


RISE OF DEMOCRATIC

IDEALS


IMPERIALISM AND



GEOM

LINES, ANGLES,

CONSTRUC TIONS

INDUCTION DEDUCTION



TRIANGLE TRIG

CIRCLES

Implementing Integrated Curriculum

• Curriculum Mapping and Lesson Discussion• Revising lessons: This lesson doesn’t fit my scope and/or

standards• Removing lessons: We don’t have that subject teacher on our

team• Adding lessons: My subject isn’t represented in the unit

• Common Planning Time!

• We don’t have time/structure to fit this into our school year• Single subject integration• Parallel/Paired integration

49

Unit 1

Bridge Builder

Bridge Engineering

• Span physical obstacles

• Design depends on purpose and setting

• What is the main traffic (cars, pedestrians) of the bridge?

• How much traffic will there be?

• How far does the bridge need to span?

• What is the terrain around the obstacle?

• How much clearance is needed beneath the bridge?

• Are aesthetics a consideration?

Unit Overview

• Subunit 1 lessons introduce to the form and function of bridges, the different types of bridge designs, where and why bridges are built in specific locations, and a mini case study of Brooklyn Bridge

• Subunit 2 lessons introduce the basic math and science involved bridge engineering and bridge maintenance

• Subunit 3 lessons provide students with the opportunity to apply their academic and engineering knowledge to a design challenge: balsa wood truss bridge

Major Academic Subject Topics and Content

• English Language Arts• Narrative nonfiction• Interpreting technical reports• Writing news articles

• Social Studies• Gilded Age urbanization, industrialization, innovation, and politics

• Science• Force calculations, vectors, and free body diagrams• Corrosion• Environmental impact and mitigation

• Mathematics• Solving and graphing linear equations• (Trigonometry)

Subunit 1: Form and Function



Introduction to Bridges


Great Bridges


Growth in the Gilded Age


Site Selection

Lesson 1.5Biology

Environmental Mitigation

54

Subunit 2: Structural Support


Lesson 2.1PhysicsPrinciples of Engineering

Science of Bridge Structure

Lesson 2.2Algebra I

Estimating Live Load

Lesson 2.3Chemistry

Rusty Truss


Bridge Disaster Report

55

Subunit 3: Build Your Bridge



Building the Brooklyn Bridge


Bridge Blueprints


Opening Day

56

THANKS FOR ATTENDING!

Download curriculum materials from the NAF curriculum library

Contact us with questions and suggestions!

Pier Sun Ho

[email protected]

a cademy of e ngineering s ession principles of engineering integrated curriculum pier sun ho...

Documents

power slide

integrated curriculum

curriculum units

ho kathleen harris slide

unit overview subunit

systems of linear equations

tier i introduction

ballistic trajectories